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English Language and Literature

English Language and Literature

Objectives

To equip Kranjians with skills and knowledge to be
confident in the use of English Language for effective communication

To develop in Kranjians an appreciation and a passion
for the English Language and Literature

Key Programmes

1. English
Reading Programme

Reading
extensively is an integral part of language learning. The objectives of the
school’s English Reading Programme are:

o
To
develop good reading habits in students

o
To
help students sharpen their language skills and broaden their general knowledge

o
To
enable students to widen their range of vocabulary

o
To
enhance students’ ability to generate and develop ideas for expository writing
and spoken interaction

The
department subscribes to a range of magazine titles for students. The titles
are selected based on their suitability for each level/stream, considering the
profiles and language competencies of students. Reading time is set aside in the
morning for students to do silent reading together as a school. Apart from the
assigned magazines, students are also encouraged to read their own reading
material on selected days during the morning reading time.

Each
month, a one-hour English lesson is used for the discussion of a selected magazine
article. Thinking Routines are adopted as a key pedagogy to facilitate class
discussion of topics/issues featured in the magazine article. Thereafter,
students write an individual reading reflection piece on the magazine article,
based on guiding questions aligned to the Thinking Routine(s) employed during
the class discussion.

2. Drama
in Literature Curriculum and Drama Performance Assessment

The
drama programme is offered to Secondary 1 students as part of the lower
secondary Literature curriculum. It serves as an alternative platform for the
expression of personal response through drama instead of the traditional
pen-and-paper mode of assessment. In particular, the programme aims to achieve
the following objectives:

o
To
provide an authentic context for
students to engage in deep learning through critical reading and analyses of
the themes and characters in the Literature text

o
To
provide opportunities for collaborative learning in the form of play-building
so as to develop teamwork in students and improve their communication skills

The
programme consists of a series of drama sessions conducted by qualified drama
instructors and closely monitored by the school’s Literature teachers. Working
in groups, students are actively involved in all the stages of play-building,
from script writing, improvisation of props and costumes to the production of
the play. The programme culminates in the final performance assessment of the
play.

The
drama programme is rigorous yet enjoyable for students. Its varied and engaging
activities enrich students’ experiences in the learning of Literature.

3. Heritage
& Modernity Literature Trail

The
Heritage & Modernity Literature Trail, which is designed based on the
principles of Personal Learning Environments, aims to harness technology to bring
about a student-centric learning experience. The exploratory trail involves
Secondary 2 students going on a Learning Journey (LJ) to the Singapore River
and the surrounding areas, where they discover historical facts and other
interesting information relevant to a set of poems in the poetry curriculum. It
provides an opportunity for students to engage in authentic learning activities
to gain insights into the issues featured in the poems.

The
poems selected for the trail are written by local poets about the Singapore
River. They explore issues that centre on the preservation of our roots and
heritage amidst rapid modernisation of Singapore. The themes of heritage and
modernity are set in support of the school’s National Education programme.

Before going on the trail, students attend a pre-LJ lesson
which gets them thinking about issues related to heritage and modernity.
Through the lesson, students discover where they stand in prior knowledge of
the issues. During the trail, students work in groups using iPads installed
with the software and application for the trail. At the end of the trail, a
post-LJ debrief cum reflection is conducted as an Assessment for Learning tool to
obtain feedback on students’ learning experiences.